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Developing teachers’ subject didactic competence through problem posing

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Abstract

Problem posing (not only in lesson planning but also directly in teaching whenever needed) is one of the attributes of a teacher’s subject didactic competence. In this paper, problem posing in teacher education is understood as an educational and a diagnostic tool. The results of the study were gained in pre-service primary school teacher education. Students were asked to pose problems containing some given data (namely fractions). The subsequent analysis of the problems posed by the students revealed shortcomings in their conceptual understanding of fractions. Classroom-based joint reflection became the means of reeducation.

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Notes

  1. Primary school teachers in the Czech Republic must complete 4–5 years of undergraduate courses designed especially for primary school teachers. Their undergraduate teacher education program includes courses in all subjects taught at the primary school level.

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Authors and Affiliations

  1. Department of Didactics of Mathematics, Institute of Mathematics of the Academy of Sciences of the Czech Republic, Žitná 25, 115 67, Praha 1, Czech Republic

    Marie Tichá

  2. Faculty of Education, University of South Bohemia České Budějovice, Jeronýmova 10, 371 15, České Budějovice, Czech Republic

    Alena Hošpesová

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  1. Marie Tichá
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  2. Alena Hošpesová
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Correspondence to Alena Hošpesová.

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Tichá, M., Hošpesová, A. Developing teachers’ subject didactic competence through problem posing. Educ Stud Math 83, 133–143 (2013). https://doi.org/10.1007/s10649-012-9455-1

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